Search results for: Secondary education

In the context of educational innovation, it is important to examine how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors examined the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands.The storyline method was used to elicit the teachers’ perceptions of their learning from experiences at work. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education.

This study surveys 62 secondary mathematics teachers and their understanding and use of real-world connections, their purposes for making connections in teaching, and factors that support and constrain this practice. The author observes 5 teachers making real-world connections in their classrooms and I conducted follow-up interviews.

Teachers' conceptions of inquiry were measured in this study. Validity was measured by comparing responses for a group of secondary teachers to narrative writing and group discussion. Three of the five essential element of inquiry were expressed their ideas of classroom inquiry. The missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.

This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.